Virtual School Meanderings

January 25, 2014

E-Learn 2014 Call For Presentations Due: May 30

From Thursday’s inbox…

Call for Participation: May 30
New Orleans, Louisiana
October 27-30, 2014
SUBMIT A PROPOSAL
Now Accepting Submissions for E-Learn 2014!
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Join us in the
‘Big Easy’ for
E-Learn 2014 – World Conference on E-Learning.
This international conference serves as a multi-disciplinary forum for exchanging the latest research, developments, and applications of all topics related to e-Learning.
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NEW!  Special Interest Groups at E-Learn!
* E-learning in Developing Countries
* E-Learning Trends & Innovations
* Designing, Developing, & Assessing E-Learning
Visit the E-Learn SIGs pageto learn more.  

ONLINE PROCEEDINGS
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the Education &
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Conference Proceedings are now available exclusively at www.EdITLib.org.
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October 25, 2013

E-Learn 2013: Promoting Failure – Examining Policies Related to K-12 Online Schools

Similarly, the final 2013 World Conference on E-Learning session that I am blogging about this morning is a third session that I was the presenter.

Promoting Failure: Examining Policies Related to K-12 Online Schools

ID: 40314
Type: Brief Paper   Topic: Policy Issues

Room: 5
Thu, Oct. 24 10:40 AM-11:00 AM

Authors:
Michael Barbour, Sacred Heart University, United States

Abstract:
The use of online learning at the K-12 level has been growing exponentially over the past decade, and much of that growth has been driven by legislative changes designed to allow for more full-time cyber charter schools. While limited, the research to date indicates that students engaged in full-time online learning – such as the online learning provided by cyber charter schools – perform quite poorly compared to their face-to-face counterparts; both in terms of student performance on statewide assessments and in terms of retention. This calls into question the claims of proponents that push for more K-12 online learning options and less oversight of these K-12 online learning programs. This presentation is an attempt to frame the problem of non-research-based K-12 online learning policy and examine potential research-based regulations.

I have uploaded my slides to SlideShare and have embedded them below.

E-Learn 2013: Online Advanced Placement Advantage – Examining Online Achievement and Perceptions

The fourth 2013 World Conference on E-Learning session that I am blogging about this morning is another one that I was the presenter.

Online Advanced Placement Advantage: Examining Online Achievement and Perceptions

ID: 40319
Type: Full Paper   Topic: Research

Room: 4
Tue, Oct. 22 4:30 PM-5:00 PM

Authors:
Michael Barbour, Sacred Heart University, United States
Sharon Johnston, Independent Consultant (Formerly Senior Associate Advanced Placement, Florida Virtual School), United States

Abstract:
In 1997 Florida Virtual School (FLVS) began an online high school within Florida, designed initially to provide courses in specialized areas (e.g., Advanced Placement [AP]), to students in rural areas where schools had difficulty in finding and funding AP teachers. In Spring 2012, FLVS served more than 148,000 Florida students; including more than 4,300 students enrolled in 17 different AP courses. The purpose of the research was to compare student performance on AP exams and to explore student perceptions of their online course as compared to the classroom-based experiences. The data indicated students performed at comparable levels to the national sample, but higher compared to other Florida students. The data also showed that students perceived benefits to both their online and classroom AP courses. Both findings lend credibility to the delivery of AP in an online format, but also the design, delivery and support of the instruction was paramount regardless of delivery model.

I have uploaded my slides to SlideShare and have embedded them below.

E-Learn 2013: K-12 Online Learning and the Diffusion of the Teacher

The third 2013 World Conference on E-Learning session that I am blogging about this morning is one that I was the presenter.

K-12 Online Learning and the Diffusion of the Teacher

ID: 40312
Type: Full Paper   Topic: Research

Room: 4
Tue, Oct. 22 4:00 PM-4:30 PM

Authors:
Michael Barbour, Sacred Heart University, United States

Abstract:
While the use of online learning at the K-12 level of growing exponentially, the availability of empirical evidence to help guide this growth is severely lacking. This proposal provides a systematic review of K-12 online learning literature related to the changing role of the teacher in the virtual school environment. A critical examination of the literature supporting the use of K-12 online learning reveals a lack of research, along with substantial methodological issues surrounding the limited existing research. The review ends with a call for researchers in this field to continue to focus on the conditions under which K-12 online learning can be effective.

I have uploaded my slides to SlideShare and have embedded them below.

E-Learn 2013: Saskatoon Catholic Cyber School – Complete Online High School

The second missed 2013 World Conference on E-Learning session was one that occurred while I was presenting in a different room.

Saskatoon Catholic Cyber School – Complete Online High School

ID: 39783
Type: Best Practices Session   Topic:

Room: 8
Tue, Oct. 22 4:20 PM-4:40 PM

Authors:
Ryan Hauber, Saskatoon Catholic Cyber School, Canada

Abstract:
The Saskatoon Catholic Cyber School is an asynchronous online high school serving approximately 2000 students a year. We recently made a significant change in our school by switching to the Moodle learning management system. Because of this, we were also able to create in-house modifications and that allowed for the integration of many automatic enhancements that have increased our student success rates. These include automatic bi-weekly report card e-mails, SMS course calendar activities updates, and student inactivity notifications that get sent to students, parents and teachers. We have also incorporated many innovative initiatives such as online credit recovery which allows student to re-take specific, independent sections of existing classes in order to achieve their credit. We also supply hybrid copies of our courses for use in face-to-face educational environments. These examples, as well as many others, will be presented.

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